ABSTRACT
During the 1990s, literacy workers across Canada began to encourage adult literacy students to get more involved in literacy programs and activities. In 1994, I explored participatory literacy practices with students and educators from five adult literacy programs. Throughout this study, the educators questioned their pedagogical approach with students as they tried to move toward a more participatory model. The students, who adopted leadership positions, struggled with their new roles and responsibilities. This chapter explores the tensions inherent in a participatory approach.
